Is it possible to have relevant curriculum in an Âunequal Âsociety? This was the Âfundamental question posed recently at the ÂUniversity of the Free State by ÂProfessor Helen Penn, co-director of the ÂInternational ÂCentre for the Study of Mixed ÂEconomy in Childcare in the United ÂKingdom. For Penn, the broader context of early Âchildhood in which a Âcurriculum is located must be Âunderstood before Âconsidering Âcurriculum design and delivery.
She was speaking at a Âseminar hosted by the University of the Free State’s early childhood and Âfoundation phase Âdepartment in September. The seminar launched the Âdepartment’s vision, “Shaping Strong Foundations for Young Children”, and focused on the Âcurriculum for birth to four years, developed in the Free State by a Âpartnership Âinvolving the Flemish government, the Âprovincial Âdepartment of Âeducation and the university, a Âcollaboration that includes Âmaterials development and Âpractitioner training.
In the three days preceding the seminar a mixed group of Âinternational early childhood experts, academics, practitioners, government and non-governmental organisations visited early childhood centres in varying socioeconomic contexts in different parts of the Free State. To stimulate thought on curriculum in the early years, international experts presented papers on world views, inequality, indigenous curriculum perspectives and child participation.
During our visits to early childhood centres throughout the Free State the contexts of inequality that Penn raised were especially evident in relation to problems deriving from unequal Âprovision and Âdistribution of resources. We visited centres where parents were paying R40 a month. At these sites Âprovision was Âquestionable, with poor Âinfrastructure and resources, large adult-child ratios and untrained staff. The opposite was clear at Âcentres where parents were paying R1?000 a month.
Creating a sense of belonging
Such variable conditions are bound to affect young children’s lives and chances very differently. And, within such inequality, issues of social justice and children’s rights will override a focus on curriculum.
However, when the curriculum for the early years is considered, world views and context cannot be ignored. The curriculum should take into account the parents’ needs and countries’ Âpriorities and aspirational goals, among other things. Dr Vanessa Paki’s Âpresentation on New Zealand’s Âcurriculum for Maori Âchildren showed how Âspecific Âcurriculum choices were made to Âcreate a sense of belonging in an Âindigenous group of people. But in South Africa the curriculum for the early years draws heavily on imported models. This results in tension between the Âdifferent stakeholders about the expectations, the goals and Âthe content of early education.
A good curriculum has to Âoperate within a functional policy Âframework. In conversations Âduring the week it was Âevident that many frustrations were Âexperienced because of the division or Âfragmentation of responsibilities for driving the early-years’ Âcurriculum. Because care and Âeducation are Âintegrated in the early childhood Âcurriculum, it would make sense for the government Âdepartments of education, health and social Âdevelopment to foster strong ties with one another for a shared response. But it was clear that the structural arrangements for birth to four years make communication and co-ordination difficult for an integrated curriculum response. The seminar accordingly worked towards producing a plan of action and three top priorities for action to build strong foundations for the Âcurriculum and beyond emerged:
First, there has to be a proper audit of where early childhood is situated in policy, plans, strategies and, more importantly, in practical realities. This assessment would assist to identify assets and gaps;
Second, a vision needs to be clarified and promoted through strong advocacy. It is critical to ask questions such as: What does high-quality early childhood care and education mean to South Africa? What do the various stakeholders and role-players in the field want for young children, now and for the future? What role does curriculum play in shaping strong foundations for our goals and priorities? How should the curriculum be designed and implemented for quality early care and education?
Third, an agenda must be set for action towards that vision. This will entail paying Âattention to Âstructural adjustments for Âintegrated action, partnerships to create equal Âconditions, attention to women’s contribution to the economy and Âchildcare provision, strong Âleadership, rigorous research to provide Âevidence for action, quality teacher Âtraining and, finally, action with a strong Âmonitoring and evaluation Âcomponent.
The focus on poor and vulnerable children should be the highest priority.
Hasina Ebrahim is an associate professor in the University of the Free State’s education faculty, where she is discipline leader of early childhood and foundation phase education. She is deputy president of the South African Research Association for Early Childhood Education.